IEP Team meeting survey – full statistics

34% were not told they were entitled to have an interpreter at no charge

0% had an interpreter at their meeting

0% paid for the interpreter themselves

Before the meeting:

Of those meetings where school evaluations or assessments were discussed …

50% requested to see the results or summary before the meeting

52% received the report or summary two or more days before the meeting

At the meeting:

Of those meetings where there were unexpected Team members …

14% of the parents were informed that they could ask the unexpected participant to leave

17% of the parents asked the person to leave, and they did not leave

Of those meetings where there were a Team member did not show up …

15% had a proper substitute attend

59% of the parents were asked at the start of the meeting to agree to excuse the person

13% of the absent Team members submitted a written report for the Team to consider

During the meeting:

Of those meetings concerning a student 14 years old or older …

70% of the students were formally invited to the meeting

65% of the meetings discussed Transition

47% discussed transition before goals and services

47% discussed transition after goals and services

8% discussed transition after placement

Of those students participating to some degree in the general education curriculum, or expected to …

8% did not have a general ed teacher on the Team

7% had a general ed teacher on the Team who did not know the student

No data

IEP Goals:

Services:

Related Services:

88% did NOT discuss Related Services

Of those that did …

7% had the related services turned down or the discussion put off because they are not available in the district or there must be a discussion with people outside the Team.

Additional Evaluations or Assessments

17% of the school districts want additional testing

Of these,

0% explained what they were testing for and how the tests are conducted

After school and extra curricular activities

Extended School Year – ESY

Of those Team meetings that discussed ESY …

74% of Teams decided that the student needs ESY

Of these

95% only offered a set period of time for ESY (“cookie-cutter”) and did not discuss other options

Placement:

Of those who had a Placement Team meeting …

47% did not feel as if they were a Team member and part of the discussion

94% feel the placement decision was pre-determined

34% were given a Placement Form that was already filled in

As the meeting ended:

Random reasons I do not feel like a Team member from the individual surveys:

all is predetermined, whatever we presented did not change decision
they want to see regression and not be proactive
staff needs more education about Hard of hearing kids needs
lack of education for teachers
speech therapy not at the appropriate level ( cannot have group speech sessions for HOH kids. it does not make any sense to have group speech therapy with kids who have other needs

Outnumbered for one. Team members scoffed at graphs we made from their data; they insisted there was effective progress and we claimed the opposite

Random POSITIVE items from the individual surveys:

I need to check in frequently to ensure compliance

None

For my family there has never been anything positive about these meetings.. they are anxiety provoking and we left crying after some meetings.

Our inclusion facilitator communicates very well. Even though it is not required we usually speak several times before the meeting so I can bring up concerns, requests, etc. The meetings are generally scheduled to be for one hour but we often need closer to 90 minutes. I have never felt rushed. The team listens to me.

The speech therapist Russ and our learning center teacher Usha and the OT Deb are amazing – the other people were new so I do not have a feel for them yet but I feel 100% that they are doing their best for my kid and totally invested in his success. We might sometimes have different ideas about how to achieve that but I feel like they really love my child

Our school is doing a great job with our daughter and they are giving her every consideration.

Please share!

Random NEGATIVE items from the individual surveys:

None

Denied an IEP for dyslexia becuase she wss making “effective progress”!

The classroom teacher was not given sufficient time to express concerns.